Before entering the education field, I worked in the nonprofit arena for an educational association over 16 years. I moved through the ranks and ended up as vice president of personnel and special events. The association president believed in training, therefore, I attended many, many workshops aimed at training those promoted to become strong and competent leaders within the organization. It also helped that I was young and anxious to make a successful track record so, I devoured every class that could move me further up the ladder of leadership.
Analyzing the standards of The Professional Standards for Educational Leaders, suggest that this is an attempt to define what school excellence and successful teaching of students looks like.
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Furtherore, according to the Center on Great Teachers & Leaders, leaders must be accountable for understanding and mastering techniques for achieving excellence in their school. This includes the ability to analyze and fully understand what learning data represents.
I have only served as a teacher and not in a leadership role in the academic arena therefore, I approached this task by relating my leadership abilities I used in the nonprofit organization where I served as vice president of personnel when interpreting The Professional Standards for Educational Leaders. I listed the information in chart form because I felt this would be more effective in showing my interpretation and why I felt I possessed the standards listed for educational leaders leadership standards I do not possess or need to enhance.
After fulfilling the assignment task in describing in sufficient detail leadership standards I believe I have already developed and why and noting the leadership standards I believe I need to further incorporate into my leadership style and how I will accomplish this leadership growth, I will comment on my thoughts concerning the standards that will explain why my comments for each standard might have seemed slightly off
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I think he simplifies and shows how they relate and function with one another, and I think in a perfect world his explanation is excellent. He described the standards by grouping certain ones together and listing them as Driver, Core and Support to show how they fit and relate to each other (Baldanza, Marcia,2016, 2nd para, p.1). Smylie explains The drivers are the vehicles by which we get to the core. They are Standards 1,2,3, and 10. The core standards refer to the learning process and these are standards 4 and 5. The support function or framework of the core are standards 6,7,8, and 9. I think that it was a great way of explaining the standards. Where I take issue is perception and viewpoints because they are
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
The Web. 22 Apr. 2009. The 'Standard' of the 'Standard'.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
The 'Standard' of the 'Standard'.
The 'Standard' of the 'Standard'
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
David T. Conley, Ph.D. a. The. Education - Leadership -. Vol. 66 No.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
middle of paper ... ... References Farr, S. (2010). The 'Standard'. Teacher leadership: The highly effective teacher guide to closing the gap. achievement gap.
The Web. 21 Apr. 2014. The 'Standard' of the 'Standard'. Hamilton, Jill, ed., pp. 113-117.
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a